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111
funding under Title I, Part A of the federal No Child Left Behind Act
(NCLB).
Alignment: The degree to which assessments, curriculum, instruction, textbooks and
other instructional materials, teacher preparation and professional
development, and systems of accountability all reflect and reinforce the
educational program’s objective and standards.
Assessment: Another name for a test. An assessment can also be a system for testing
and evaluating students, groups of students, schools or districts.
At-risk Students: Students who have a higher-than-average probability of dropping
out or failing school. Broad categories usually include inner-city, low-income,
and homeless children; those not fluent in English; and special needs
students with emotional or behavioral difficulties. Substance abuse, juvenile
crime, unemployment, poverty, and lack of adult support are thought to
increase a youth's risk factor.
Benchmark: A detailed description of a specific level of student achievement
expected of students at particular ages, grades, or developmental levels.
Bilingual Education: The use of two or more languages for instruction. In the United
States, students in most bilingual classes or programs are those who have not
acquired full use of the English language, so they are taught academic content
in their native language (usually Spanish) while continuing to learn English.
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 118 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 111 funding under Title I, Part A of the federal No Child Left Behind Act (NCLB). Alignment: The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program’s objective and standards. Assessment: Another name for a test. An assessment can also be a system for testing and evaluating students, groups of students, schools or districts. At-risk Students: Students who have a higher-than-average probability of dropping out or failing school. Broad categories usually include inner-city, low-income, and homeless children; those not fluent in English; and special needs students with emotional or behavioral difficulties. Substance abuse, juvenile crime, unemployment, poverty, and lack of adult support are thought to increase a youth's risk factor. Benchmark: A detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels. Bilingual Education: The use of two or more languages for instruction. In the United States, students in most bilingual classes or programs are those who have not acquired full use of the English language, so they are taught academic content in their native language (usually Spanish) while continuing to learn English. |
